Bài giảng giao an hoc ky II

Unit 9: The post office
P52 Reading
I. Objectives:
1. Educational aim: Students can read and know about Post Office and the different services and make
questions and answer them well.
2. Knowledge:
- General knowledge: By the end of the students will be able to know about the services.
- Language:
- New words: Words to the post office.
3. Skills: Reading for identifying the main idea and specific information.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Some photos of famous post office and some information about them.
IV. Procedures:
Time/ Stages Teacher’s activities Students’ activities
I. Warm-up: (4
minutes)
II. Pre-
reading: (7
minutes)
III. While-
reading: (20
minutes)
1. Task 1:
1. Task 2:
Warm-up: (4 minutes)
- Asks some questions:
1. How far is it from your home to the nearest post
office?
2. Have you ever been there?
3. How often do you go to the post office?
4. What services do you think the post office offer?

- Recheck and introduce the new lesson:
Pre-reading: (7 minutes)
- Ask students to look at the pictures in the book.
- Let students work in pairs to answer the questions.
- Let each student stand and speak their opinions
- Go around and help them if necessary.
While-reading: (20 minutes)
Task 1:
- Let students open the book and read silently while
teacher reads aloud and correctly.
- Ask students to read themselves and write down
some information.
- Let students work in pairs to do the task 1.
Task 2:
- Let students read all sentences and explain some
new words if necessary.
- Ask students to read again and stop at the lines
that contains these words to guess the meaning.
- Let students do the task individually.
- Call on some students to answer and explain their
answers.
- Listen and correct if needed.
Task 3:
- Let students work in pairs.
- Read the passage again and guess where in the
- Listen and try to answer the
questions:
1, 2 kilometers.
2, Yes, I have.
..........

- Listen to the teacher and then
discuss in their groups.
- Some students stand up and
answer in roles...
- Read quickly and give some
sentences in the text which are in
A.
- Predict the meaning of words.
- Work in pairs.
- Keys : 1c ,2b .3d .4c.
- Work individually and answer
the questions.
- Key:
1, advanced technology and a
spacious and pleasant front office
(lines1-2-paragraph1).
2, Mail and parcel service,
express money transfer, phone
calls and faxes, press distribution.
2. Task 3:
IV. Post-
reading: (10
minutes)
passage they can find information, using their
knowledge of the passage.
- Ask students to do the task individually and then
check their answers with a friend.
- Call on some students to give and explain their
answers.
- Give corrective feedback.

Post-reading: (10 minutes)
- Ask students to close their books and practise
discussing the questions
- Let students give opinions
- Go around to check ,help and take note of
students typical errors
- Call on some students to talk and give feedback.
3, air mail, surface mail, and
EMS mail.
4, For someone to receive a
phone call.
5, subscribe.
- Read quickly and find
information to compare with their
partners.
- Work in pairs, then one reads
the sentence and the other
corrects it.
- Keys :
1, Open daily 7-9 p .m
2, competitive rate for parcels of
under 15 kg
3. EMS mail will be delivered in
the shortest time possible
4, the money will be sent to your
relatives in less than 24 hours
- Work in groups and discuss
which sentences go with the word
given
- Work in small groups of 4 and

take turn to talk about Thanh Ba
post office.
T summarizes the main points.
V. Homework: (4 minutes)
- Reread the passage and summary the main point (about 75 words)
- Prepare the next lesson.
Date:
Unit 9: The post office
P53_Speaking
I. Objectives:
1. Educational aim: Students should know how to ask and answer about the different postal and
telecommunication services.
2. Knowledge:
- General knowledge: Ask and answer about postal and telecommunication services ;making requests.
- Language:
-New words: Words to speak about postal and telecommunication services
3. Skills: expressing opinions.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Photos of some famous postal and telecommunication, textbook , .....
I. Procedures:
3. New lesson:
Time/ Stages Teacher’s activities Students’ activities
I. Warm-up: (3 Warm-up: (3 minutes)
minutes)

II. Pre-
speaking: (8
minutes)
Task1:
III. While-

speaking: (20
minutes)
Task 2:
IV. Post-
speaking: (10
minutes)
Task 3:
- Ask students to close the book and discuss these
questions:
1, Have you ever heard someone make a request in
English? What did they say?
2, Have you ever heard someone make a request in
Vietnamese? What did they say?
3, Did you observe any differences in the way
requests are made in English and Vietnamese?
Pre-speaking: (8 minutes)
Task1:
- Ask students to look the pictures in the task 1 and
do the task1.
- Go around and listen to them.
While-speaking: (20 minutes)
Task 2:
- Let students open the books and look at the task2
- Explain the task and new words
- Ask students to work in pair and write the
dialogue together based on the information given in
the task
- Let students act out the dialogue together firstly in
close pairs and then in open pairs
- Listen and correct

Post-speaking: (10 minutes)
Task 3:
- Ask students to talk again
- Ask one group to do the task as a model
- Go around listening to some groups and help them
if needed
- Ask some pairs to stand in front of the class and
practise speaking
- Listen to each group and correct or give mark if
they do it well.
- Close the books
- Work in pairs and discuss and
find out the answer of each
question
- Read these words and work in
groups.
- Work in groups with some cues
given below.
- Other groups go on practicing
speaking.
- Practice interviewing as a
dialogue
- Others listen and write down
some information they get
- keys:
A: Good morning, sir. May I help
you?
B: Yes, I would like to have a
telephone line installed at home
please?

A: Certainly, sir. Where do you
live?
....................................
- Work and discuss in groups and
one of this group asks and one of
other answer.
- Work in pairs and practise
speaking.
4. Consolidation:
T summarizes the main points.
V. Homework: (4 minutes)
- Let students to do exercises in workbook.
- Ask students to prepare the next lesson.
Date:
Unit 9: The post office
P54_Listening
I. Objectives:
1. Educational aim: Students should know how to ask and say about the development of Vietnam’s
telephone system over the past few years
2. Knowledge:
- General knowledge: Students know about some information about the development of Vietnam’s
telephone system
- Language:
- New words: Words related to Vietnam’s telephone system
3. Skills: Listening for general or specific information
II. Method: Integrated, mainly communicative
III. Teaching aids: Some pictures of Vietnam’s telephone system or some real information about them.
IV. Procedures:
1. Organization:
2. Check old lesson:

Ask some Sts to give some real information about Vietnam’s telephone system.
3. New lesson:
Time/ Stages Teacher’s activities Students’ activities
I. Warm-up: (4
minutes)
II. Pre-
listening: (8
minutes)
III. While-
listening: (20
minutes)
Task 1:
Warm-up: (4 minutes)
- Give some photos and ask some questions:
1. Which is the quickest , a phone call, a fax , an
e-mail or a letter?
-Ask students go to board and matching some
pictures with the name of telephone.....
Pre-listening: (8 minutes)
- Let students open the books and ask and answer
the questions
-“ Do you think more and more people are using
cell phone in Vietnam nowadays? Why?
- Let students read some words they’ll listen then
- Listen and check
While-listening: (20 minutes)
Task 1:
- Let students read some sentences given and
explain some new words if necessary
- Read or let students listen first

- Let students listen the second time
- Check their listening
- Observe the class and listen to each group’s
feedbacks
- Give more information if students wonder or not
clear
_ Keys:
1, b (Vietnam ranks the second)
2, D (It is among the 30 countries in the world)
3, C (in 1996, Vietnam began upgrading its fixed
telephone)
4, D (at present, 93% of communes across
Vietnam telephone networks)
- Observe the pictures and give
some information about them:
1, a phone call
- Work in pairs and match the name
of each picture
-Listen and answer the question
Because it become cheaper and come
in a wider variety of colors and styles
- Read in chorus
- Some students read themselves:
- Read silently the sentences given
before listening
- Listen the first time
- No, we haven’t
- Listen the second time and begin
doing the task
- Listen the third time and choose

the best answer
Task 2:
IV. Post-
reading: (10
minutes)
5, C (the change of the international telephone
system)
Task 2:
- Before listening, let students read quickly some
sentences they’ll listen and guess some answers
that will be in the conversation
- Let students listen the first time: Who can guess
some words?
- Let students listen the second time
- Let student listen the last time and let them
work in groups to speak out
- Listen and correct their listening
Post-reading: (10 minutes)
- Ask students to summarise the main ideas of the
listening passage using the following points
- go around and help students
- Listen to each group and correct mistakes if
they’ve done
- Each group asks and explains why
they choose by some information
they’ve listened.
- Work in groups and answer the
questions
- Keys :
1, China has the best growth in

telephone numbers
2, in the early 1990s, there were
only 140,000 telephones in
Vietnam
3, in the 1996, the fixed telephone
numbers were changed from 6 to 7
digits in Hanoi and ho Chi Minh
city as well as 5 to 6 digits in other
provinces.
- Work in groups and each group
talk about the main ideas of the
development in Vietnam’s
telecommunication.
- Write in groups and ask someone
to speak out their writing.
- Other groups listen and copy
some information and give some
questions.
4. Consolidation:
T summarizes the main points.
V. Homework: (4 minutes)
- Ask students to write a short passage about football player they like.
Date
Unit 9 The post office
Period 55- Writting
I. Objectives:
1. Educational aim : Students should know how to write a letter to express satisfaction or dissatisfaction.
2. Knowledge:
- General knowledge: Students learn to write a formal letter to express their evaluation of a service.
- Language: Words used in writing about the topic.

3. Skills : Writing a letter to express satisfaction or dissatisfaction.
II. Method: Integrated, mainly communicative.
III. Teaching aids: Some cues, textbook ….
IV. Procedures:
1. Organization:
2. Check old lesson:
S1 writes vocabulary
S2 does task 2 again
3. New lesson:
Stages/ time Teacher’s activities Students’ activities
Warm-up
(4 minutes)
I. I. Pre
writing
(8 minutes)
II.While writing:
(18 minutes)
III.Postwriting:
(13 minutes)
Warm-up: (4 minutes)
- Ask students to close the books
- Give the papers with some different
announcements and match with the correct
titles
-then introduce the topic of the lesson,
Pre-writing: (8 minutes)
Task1
- Ask students to open their books
- Get students to read task1 silently and answer
the questions that follow

-Ask students to talk about things that they like
and don’t like about the services at Thanh Ba
post office or a post office they know
-Then check the answers with the whole class
While-writing: (18 minutes)
Task 2
- Let students read quickly taks 2
- Explain some new words if necessary:
- Ask some other groups to write a letter using
some cues below
-Introduce the structure of the letter they are
going to write
1,Opening : Introduce who you are ; say the
purpose of your letter
2,first paragraph : say about what you like
about the service
3, Second paragraph : say about what you
don’t like about the service ; make suggestions
if possible
4,Closure : thank the recipient for their time
and attention ;good bye
-Go around and help if necessary
Post-writing: (13 minutes)
- Ask students to read another’s letter
-Call on some students to read loudly their
writing
-Give feedback and correct typical errors
- Work in pairs and matching
- Some students do matching on
the board

-Listen to the teacher and read the
task1 and talk about the things
they like and dislike about a post
office they know
- Listen to the teacher
- Read silently
- Read those words and copy
-Listen and take note quickly
-Work individually
- Practise writing in groups
- Each member of groups reads
aloud his/ her writing
- Other group appreciate and
correct mistakes each other215
4. Consolidation:
T summarises the mains points
5. Homework
- Write a letter about something they like
-Prepare the next lesson
Date
Unit 9: The post office
Period 56: Language focus
I. Objectives:
1. Educational aim: Students should pronunciate /sp/ -/st/and /sk/ correctly and differ the use of
“relative clauses’’.
2. Knowledge:
- General knowledge: Students should use defining relative clauses and non-defining relatives clauses.
- Language:
3. Skill: fluency in pronunciating /sp/ -/st/and /sk/ and use of “relative clauses.
II. Method: Integrated, mainly communicative.

III.Teaching aids: Some words related to /st/-/sp/ and /sk/.
IV. Procedures:
1. Organization:
2. Check old lesson:
- Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb,
connectors…
- Check up and give the feedback.
3. New lesson:
Stages/ time Teacher’s activities Students’ activities
I.
Pronunciation:
(15 minutes)
II. Grammar:
(20 minutes)
I. Pronunciation: (15 minutes)
- Close the books!
a. Introduce two syllables /st/ -/sp/and /sk/
- Let students practise pronunciating these
words:
Speak speech ,stop, best ,text ,ask ,disk, dusk,
skill ,school......
- Listen and correct the syllables
students read
Practise these sentences
b. Let students read aloud the words given and
try to pronunciate syllable /sp/ -/st/or /sk/
correctly
- Listen and check for pronunciation
- Ask students to listen and read after these
sentences

II. Grammar: (20 minutes)
-Write on the board some examples containing
both defining and non-defining relative clauses
-Ask students to explain the differences among
them –
Exercise 1
- Ask students to do exercise themselves then
discuss in groups
-Introduce how to do it
-let them work in pairs
-Walk around and check and give mark
-Key:
1, a burglar is someone who breaks into the
house to steal things
2,a customer is someone who buys something
from to steal
3, a shop-lifter is someone who steals from a
- Listen and repeat following the
teacher
- Work in pairs and read aloud these
words then choose which words have
sound /sp/ and which have sound
/sk/-/st/
- Read in silent first
- Some of each groups read aloud
- Read after teacher and work in
groups to find the syllable st/
-/sp/or /sk/ in the word in these
sentences:
- Read silently and give the opinion

-Listen and discuss
- Students work in pairs and give the
differences among them
- Some students give some examples
- Do the exercise themselves
- Each student of each group gives
correct answers
-Work in groups and give the correct
answers
-Do the exercise 2 individually
-Keys: 1, who ,2 whose ,3,
whom/who, 4 whose,
shop
4, a coward is someone who is not brave
5, a tenant is someone who pays rent to live in
a house or flat
Exercise 2
-ask students to read the exercise 2
-Get students to review when to use
whom(when the noun to be modified is the
object of the main verb in the relative clause),
who ,whose
- Then do the exercise2
-Call on some students go to board and write
down their answers
- Listen and remark
Exercise 3
- Let students read the exercise3 and do
it individually
- Get students to distinguish the

difference between “that” and ‘which”
- Let students write the sentences with a
peer
- Check with the whole class
Exercise 4
-Ask students to read the exercise 4 and do it
individually
-Get students complete other sentences in the
same way
-call on some students to write their answers
on the blackboard
-Give feedback from the class
5, whom/ who
-Do the exercise3 and then compare
with the partners’ answer
- Listen and write down
-Keys :
1,the man who answered the pone
told me you were away
2,the waitress who served us was very
impolite and impatient
3,the building that /which was
destroyed in the fire has now been
rebuilt’4, the people who were
arrested have now been released
5, the bus that/ which goes to the
airport runs every half an hour
-listen and do the exercise 4
-compare with the partner
-Listen and copy

4. Consolidation
T summarizes the mains points
5. Homework: (5 minutes)
- Ask students to revise the use relative clauses
- Practise doing exercise in the Workbook

Date Period 57
Test yourself C
I. Objectives:
1. Educational aim: - According to the TEST students can revise all the language skills and
grammatical points which they have studied and used in the three units: 7, 8 and 9.
- Students can improve their techniques of doing the simple tests.
2. Knowledge: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
II. Method: Integrated, mainly communicative
III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:
1. Organization:
2. Check old lesson:
None
3. New lesson:
Stages/ time Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Test yourself

I. Listening
(2.5 points)
(10 minutes)
II. Reading
(2.5 points)
(10 minutes)
III.
Grammar
(2.5 points)
(8 minutes)
IV. Writing
Warm-up: (5 minutes)
- Greeting
- Ask students something about the test
yourself C
* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening(2.5 points) (10 minutes)
- Ask students to read all the sentences first
- Ask students to listen to the tape once.
- Ask students to listen again and speak out the
statements are true or false .
- Ask students to listen in the third time, the
work in groups to compare and discuss the
answers with each others to find the correct
answers.
II. Reading (2.5 points) (10 minutes)
- Present the task:
- Ask pupils to work in groups to compare the

answers they have already done to find the
correct ones.
- Give the correct answers to the class:
- Keys:
1. They gather before midnight and select
12 grapes from a large bunch.
2. Because the 12 grapes are symbols of
the 12 months of the year.
3. In Iran.
4. It lasts for 13 days.
They read from the Koran, then all embrace
each other and say, “May you live 100 years
III. Grammar(2.5 points) (8 minutes)
- Present the task:
a/ Ask students to listen and put a tick in the
right box.
- Keys: 1. glean, 2. fry, 3. thrive,
4. overthrow.
b/ Join the sentences, using who or which
1. Earth is a planet which can support life.
2. The book is about a girl who runs away
from home.
3. A dictionary is a book which gives you
the meaning of words.
c. 1.b, 2.c, 3.a.
IV. Writing (7 minutes)
- Greeting
- Answer teacher’s questions
- Look at the book and listen to the
task

- understand the task
- Read the questions
- Listen to the tape
- Listen again and say the statements
are true or false.
- Listen and discuss in groups to find
the correct answers:
1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c,
10.a, 11.i
- Look at the textbook and listen to
the teacher
- Work in groups to discuss about the
passage
- Finish the task
- Compare their results with the other
groups, and then with the keys
- Write the answers on the board
- Listen to the teacher and correct the
answers
- Listen to the teacher
- Work in groups
- Compare the results with the other
groups
- Show the answers in front of the
class.
- Observe the keys and correct their
answers.
- Students work in groups and
(7 minutes) - Present the task:
- Call the students to read the suggested

sentences in front of the class.
- Check their writings and help them
correct the mistakes if they’ve made.
practise writing.
- Two students go to the board and
write.
- Give the writings by reading aloud.
- Read the writing carefully.
- In groups or in pairs.
- Compare the results with the other
groups
- Correct mistakes
4. Consolidation
T summarizes the mains points
5. Homework (5 minutes)
- Ask students:
+ to study all the lessons again
+ to prepare Unit 10: nature in danger, Part A.
Date:
Unit 10 : Nature in danger
Period 58: Reading
I. Objectives:
1. Educational aim: Students should know how to talk about nature in danger
2. Knowledge:
- General knowledge: Students know about how we have destroyed our environment and affected other
species and do to save endangered animals
- Language: students could know about environmental destruction and conservation
- New words: Words related to nature in danger
3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension
II. Method: Integrated, mainly communicative

III. Teaching aids: Student’s book and pictures showing some picture about some cites in the world,
etc.
IV. Procedure:
1. Organization:
2. Check old lesson:
Call one or two sts to come to the board and ask them to write down the form of the simple
present tense and the simple past tense.
3. New lesson:
Notes Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Warm-up: (5 minutes)
- Ask students to look at the pictures and answer
the questions :
1, What animals can you see in these pictures?
2, where do these animal often live?
3,What would happen if their habitats were
destroyed?
- Let students understand more about nature in
danger, today we learn Unit 10- part A:
Reading
- Open the book
- Listen to the teacher
- Give the answers
1. a tiger ,an elephant , a bear , a lion
2, they often live in the forests ,zoos
or National parks
3. if their habitats were destroyed
,animal s would die, the environment
would be polluted. Nature would be

in danger
Before
you read :
(7 minutes)
While you
read :
(23 minutes)
Task 1 :
(3 minutes)
Task2:
(4 minutes)
Task 3:
(6 minutes)
Task 3:
(6 minutes)
Before you read : (7 minutes)
- Ask students to look at the pictures and
match the names of the pictures in their books
to work in pairs
- Ask and answer questions about endangered
species
- Listen to students and correct pronunciation and
grammar if necessary
While you read : (23 minutes)
- Ask students to look through the passage and
read in silence
- Help students read the passage
- Explain pronunciation and meaning of new
words which appear in the passage
Task 1 : (3 minutes)

- Ask students to fill each blank with a
suitable word
- Let students work individual or in groups
- Help students if necessary
Keys:
1extinct; 2protect; 3decrease; 4lpollutants ;
5endangered 6, interferences
Task2: (4 minutes)
-Ask students read the passage again and
decide the best sums up each paragraph
-Go around and help if necessary
-call on some students to answer
-Give feedback
Task 3: (6 minutes)
- Ask students to answer the following
questions
- Ask students look through the passages then
try to answer the questions in right way
- Let them work in pairs
- Help students if necessary
(the answers in the passage)
After you read : (8 minutes)
- Ask students to close their books
- Ask them to find out why some animals
have become extinct
-Call on the groups to tell and explain their
choice
- Listen to students and correct mistakes
- Listen to the teacher and open the
book – Unit 10, part A: reading

- Look at the book, listen to the teacher
and work in pairs:
- Look at the picture
- Answer the questions
- Listen to the teacher then read the
passages
- Ask some new words if necessary
- Keep the book open
- Listen to the teacher then do task 1
- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
- Listen to the teacher
-Do the task individually
-Compare the answer with the
partner’s answer
-Keys : 1c,2a,3a ,4 c
- Try to answer the questions
- Practice with a partner then write
them down in the note books
- Ask the teacher if necessary
- Listen to the teacher
-Discuss and give reason why .
- The students who are called to stand
up to talk loudly are intelligent ones
4. Consolidation
T summarizes the main points
5. Home work: (2 minutes)
- Ask students to write a passage about environment (80 words)
Date:

Unit 10 : Nature in danger
Period 59: Speaking
I. Objectives:
1. Educational aim: Students should know how to talk about nature in danger and measures for
protecting endangered nature
2. Knowledge:
- General knowledge: Students could talk about endangered nature and ways to protect it
- Language: asking for and giving information
- New words: words related to nature in danger
3. Skills: State their preferences and explain the reasons
II. Method: integrated, mainly communicative
III. Teaching aids: pictures
IV. Procedure:
1. Organization:
2. Check old lesson:
S1 writes new words
S2 reads the passage
S3 translates the passage
3. New lesson:
Stages/time Teacher’s activities Students’ activities
Warm-up: (5
minutes)
Pre-speaking
: (12
minutes)
Task 1
While-
speaking : (15
minutes)
Task 2

Post-speaking
: (10 minutes)
Task3
Warm-up: (5 minutes)
- Ask students to keep book close
-Ask students some questions
1,Why do we call some animalss such as tiger,
bears, elephants endangered animals ?
2, What should we do to protect and save
them??
- Tell students to understand more.
(We learn Unit 10, part- speaking)
Pre-speaking : (12 minutes)
Task 1
- Ask students to put some reason why nature
is threatened in the order of importance
- Let them work in pairs
- Listen to students and correct mistakes
While-speaking : (15 minutes)
Task 2
- Ask students to work in pairs to read through
the task and match the problems in task 1 with
appropriate solutions in task 2
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk again
loudly
- Listen and correct mistakes
- Post-speaking : (10 minutes)
Task3

-Ask students to tell about the city they prefer
and give reasons
-Let them work in groups
- Ask some students to stand up and tell
- Keep books close
- Listen to the teacher
- Answer the question:
1. because they are hunted or killed in
large number that they are in danger of
becoming extinct
2, As a students you should stop eating
and killing wild animals
- Look at student’s book
-Listen and do the task
-Work in pairs
A : in your opinion which the reason is
the most important?
B :I think burning the forest is the most
important because animals and plants
will die, which cause the air
polluted................
-Listen to the teacher
- Do task 2 in groups
.......
- Close the books
- Listen to the teacher
- Do task 3
-Work in group and discuss
- The students who are called to stand
up to talk loudly are intelligent ones

loudly
-Go around and help
-Call on some students report their
preferences and explain their choice
- Listen and correct mistakes
Homework: (3 minutes)
- Ask students to do exercises in workbook
- Ask students to prepare Part C- Listening
and do homework
- Listen to the teacher
- Write down the homework
4. Consolidation
T summarizes the main points
5. Homework: (3 minutes)
- Ask students to do exercises in workbook
- Ask students to prepare Part C- Listening and do homework

Date:
Unit 10 : Nature in danger
Period 60: Listening
I. Objectives:
1. Educational aim: Students should know about the national parks in USA
2. Knowledge:
- General knowledge: Students learn more about the national parks
- New words: Words related to the topic
3. Skills: - Listening for specific information
- deciding on true or false statements
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, picture showing the Statue of Liberty
IV. Procedure:

1. Organization:
2. Check old lesson:
While teaching
3. New lesson:
Stages/ Time Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Pre-listening:
(7 minutes)
While-
listening:
(20 minutes)
Warm-up: (5 minutes)
- Ask students to close the books
- Give a picture of national parks and ask
some question about it
1.what can you see in the picture
2.Do you know where it is located ?
3.What does it look like? ........
- If you want to know more details,
we will go to Unit 10- part
Listening
Pre-listening: (7 minutes)
- Ask students to look at the part: Before
listening
- Let them work in pairs and answer
questions
- Walk round, listen and help students
- Listen and check pronunciation
- Close the books

- Listen to the teacher
- Work in groups
- Listen to the teacher and answer the
question:
- Listen to the teacher and open textbooks
- Look at the books
- Work in pairs
- Give correct answer
-Key
1,Cuc Phuong national Park, Cat Ba
National Park,Bach ma ,Phong Nha, Cat
Tien...
Task 1
Task2
After-listening:
(10 minutes)
While-listening: (20 minutes)
Task 1
- Ask students to look through the
sentences in task 1
- Ask students to listen to the typescript
carefully and decide the correct answers
- Ask students to give reasons for their
answers
Key: 1.T- 2T- 3F- 4T- 5.T
Task2
-Ask students to look at the task 2 and
answer the questions
-Let students listen again more time and
answer

-Call on some students to give answers
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to summarise the listening text
based on their notes
- Let them work in pairs
- Walk round and help students
- Ask some students to stand up and retell
the national parks in the USA to the class
- Listen and correct mistakes
- Keep book open
-Listen to the teacher
- Read the sentences in task 1 and try to
understand them
- Listen to the typescript and choose the
correct answers
-Listen to the teacher and do the task2
-Listen again and give correct answers
-Keys :
1, 52
2,millions of people visit national parks
every year
3,rare animals are killed or hunted for fur,
skin or other parts.......
4,rare animals and treees should be
protected, fires causes by careless people
should be limited, pollution from visitors’
vehicles should be decreased and money
should be raised for the parks’ staff and
maintenance of their resources

-Listen and discuss
- The students who are called stand up and
retell about the Statue of Liberty in front of
the class:
4. Consolidation
T summarizes the main points
5. Homework: (3 minutes)
- Ask students to write a story about a national park they liked
- Remember them to prepare Part- Writing at home
Date:
Unit 10 : Nature in danger
Period 61: Speaking
I. Objectives:
1. Educational aim: Students could describe a national park
2. General knowledge: Students learn how to write a describing a location
- Language: The simple present of verbs and the connectors often used in a narrative
- New words: Words related to national park
3. Skills: Describe a national park
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook,
IV. Procedure:
1. Organization:
2. Check old lesson: Oral test
3. New lesson:
Notes Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Pre-writing:
(10 minutes)
While-writing:

(18 minutes)
Task 2
Post-writing:
(10 minutes)
Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students some following questions:
1. Have you ever been to national park?
2. What is it famous for?
3. How did you feel when you visited it?
- Check and explain them to the class:
Pre-writing: (10 minutes)
Task 1
- Ask student to read the task
- Explain some new words
- Ask students to look through the passage
again and answer the questions
-get them brainstorm what they like to include
in their description of a national park
- Let them work in groups
- Walk around, check and help students
-- Help students if necessary
(the answers in the passage)
While-writing: (18 minutes)
Task 2
- Ask students to do task 2
- Ask them to use the prompts to build up a
passage about the a national park in Vietnam
they know well
- Let students work individually

- Walk round and help students
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read another’s narrative
- Ask some students to read loudly their
narratives
- Correct mistakes and mark
- Keep book close
- Listen to the teacher and answer the
questions
1. Yes, I have .Hanoi
2
3.- It is very interesting
- Listen to the teacher
and open the books
- Read the passage
- Ask the teacher if necessary
- suggested : where/ how
big/what(geographical...)
- Listen to the teacher
-Work individually
- Listen to the teacher
- Finish the narrative
- Read a narrative of one classmate
- Some students read loudly their
products in front of the class
4. Consolidation
T summarizes the main points
5. Homework: (2 minutes)
- Ask students to redo part writing of Unit 10 in the student’s work book and prepare part Language

Focus
Date:
Unit 10 : Nature in danger
Period 62 : Language focus
I. Objectives:
1. Educational aim: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/
2. Knowledge:
- General knowledge: Students learn how to use of the relative pronouns with prepositions
- Language: * Non-defining vs defining relative clauses
- New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/
3. Skills: Writing a passage about national parks
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, pictures
IV. Procedure:
1. Organization:
2. Check old lesson:
- Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb,
connectors…
- Check up and give the feedback.
3. New lesson:
Stages/ time Teacher’s activities Students’ activities
Pronunciation:
(10 minutes)
*Listen
and repeat :
* Practise
these sentences
Grammar and
vocabulary:
(34 minutes)

Exercise 1:
(8 minutes)
Non-defining
vs defining
relative clause
Exercise 2
(8 minutes)
Pronunciation: (10 minutes)
- Ask students to look at their books then
introduce to them
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : /sl/-/sn/-/sm/-/sw/
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar and vocabulary:(34 minutes)
- Introduce exercises to the students
Exercise 1: (8 minutes)
Non-defining vs defining relative clause
-Let students read the example in the textbook
and then present the form and meaning and use
of Non-defining vs defining relative clause
For example: Hanoi, which is he capital city of
Vietnam, is located on the Red river
-Ask students give some examples related
relative clauses
- Ask students to do Exercise 1

- Introduce how to do it
- Let them work in pairs
- Walk round, check and give mark
Exercise 2 (8 minutes)
- Introduce Exercise 2 to students and explain
how to do it
- Ask students to do it
- Let them work individually
- Check, correct mistake
- Listen to the teacher
- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus then
individual
- Look at Practise the sentences
- Listen to the teacher then repeat in
chorus then individual
- Listen to the teacher
- Listen to the teacher and copy
down
-Give some examples about relative
clauses
-Do the exercise 1
-Compare with the partners’
answers
-Key :
1 whom 2, which 3, whom ,4 who ,
5 which ,6 whom ,7 ,which ,
- Listen to the teacher and do
exercise 2

-Keys:
1,the man to whom I talked
yesterday was very kind
2, the man about whom I told you
works in hospital
3,the woman about whom I am
telling you teaches me English
Exercise 3
(8 minutes)
Exercise 3
-Get students to review when to use whom, who,
which and that
-ask students to complete the exercises
individually and then find a peer to compare
their answers
-Check the answer with the whole class and give
correct answer
4,the movie about which they are
talking is fantastic
5,the picture at which she was
looking was beautiful
6,I’ll give you the dress to which
you should write
-Listen and do the exercise 3
individually
-Compare their answers with a
partner
-Keys:
1,whom/that 2, which ,3,who ,
4,whom 5, which ./that 6, which

7,who 8,whom
4. Consolidation
T summarizes the main points
5. Homework : (2 minutes)
Ask students to do Part Language Focus and prepare part Reading of Unit 11 at home
Date
Unit 11 : Sources of energy
Period 63: Reading
I. Objectives:
1. Educational aim: students should know about the advantages and disadvantages of different sources
of energy
2. Knowledge:
- General knowledge: By the end of the lesson, students will be able to understand more about the
different sources of energy
- Language:
- New words: Words related to sources of energy
3. Skills: Guessing meaning in context, and passage comprehension
II. Method: Integrated, mainly communicative
III. Teaching aids: Textbook, some photos of sources of energy
IV. Procedure:
1. Organization:
2. Check old lesson:
Call one or two sts to come to the board and ask them to write down the form of the simple
present tense and the simple past tense.
3. New lesson:
Stages/ time Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Warm-up: (5 minutes)
- Ask students close the book

-Ask students complete the sentences:
1. We use ----------to cook
2. We use ---------to run machines, cars ,
motorbikes
- Listen to the teacher and answer
the questions
- Listen to the teacher and open the
book – Unit11, part A: reading
Before you
read :
(7 minutes)
While you
read :
(23 minutes)
After you read :
(8 minutes)
-Lead in : today we are learn about sources
of energy
Before you read : (7 minutes)
- Ask students work in pairs and look at two
pictures on the book and discuss the questions
- Go around and help if necessary
-Ask students to give the answers
- Listen to students and correct pronunciation and
grammar if necessary
While you read : (23 minutes)
- Ask students to look through the passage and
read in silence
- Help students read the passage
- Explain pronunciation and meaning of new words

which appear in the passage
-Ask students to read loudly the difficult words in
chorus
Task 1 :
- Ask students to do task 1
- Let students work individual or in groups
- Help students if necessary
Keys:
1.released 2.alternative 3.energy
4.limited 5.exhausted
Task 2:
-Ask students to read the text a second time and
located the key words in the passage
-Gets students to check their answer with a peer
-Call on students to answer and write them on
the board
-Check the answers with the whole class
Task 3:
-Ask students to read the passage again then
answer the questions
- Ask students to answer the following questions
- Ask students look through the passages then
try to answer the questions in right way
- Let them work in pairs
- Help students if necessary
After you read : (8 minutes)
- Ask students to work in groups to complete the
summary of the reading passage by filling each
blank with a suitable word from the box
-Go around to help the groups when necessary

-Call on some groups to answer the question
- Listen to students and correct mistakes
- Look at the book, listen to the teacher
and work in pairs:
_discuss and give correct answers
- Listen to the teacher
- Ask some new words if necessary
- Keep the book open
- Listen to the teacher then do task
1
- Ask the teacher if necessary
- work individual or in group
- Write down in the notebook
Listen to the teacher
- Try to answer the questions
-Compare with the partner’s
answers
-Listen the teacher and answer the
questions
-Keys :
1. Fossil fuels ( oil, coal , and
natural gas) (line1,paraghaph1)
2, 6 sources : fossil fuels, nuclear
power, solar energy, water power,
wind power, geothermal heat .Sun
energy has the most potential
because it is plentiful and
infinite.At the same time , it is
clean and safe to use
- Listen to the teacher

-Discuss and complete the
summary of the reading passage by
filling each blank with a suitable
word from the box
- The students who are called to
stand up to talk loudly are
intelligent ones
-Keys: 1,energy 2, one, 3,fuels 4,
limited 5, alternative, 6,sources
7.unlimited 8,environment
4. Consolidation
T summarizes the main points
Date
Unit 11 : Sources of energy
Period 64: Speaking
I. Objectives:
1. Educational aim: Students should know how to talk about the advantages and disadvantages of using
alternative sources of energy
2. Knowledge:
- General knowledge: Students could talk about the advantages and disadvantages of using alternative
sources of energy in the future
- Language:
- New words: words related to the topic
3. Skills: talking about the talk about the advantages and disadvantages of using alternative sources of
energy
II. Method: integrated, mainly communicative
III. Teaching aids: pictures ,textbook
IV. Procedure:
1. Organization:
2. Check old lesson:

S1 writes vocabulary
S2 reads the passage
S3 does task 3
3. New lesson:
Stages/ time Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Pre-speaking :
(12 minutes)
Task 1
While-
speaking : (15
minutes)
Task 2
Warm-up: (5 minutes)
- Ask students to keep book close
- Show students the following picture and
ask them questions
1.Which sources of energy is the most
popular in our country?
2.Is it limited or unlimited ? What should we
do to be sure that we can continue to use it
in the future?
-. We learn Unit 11,part- speaking
Pre-speaking : (12 minutes)
Task 1
- Ask students to read about the advantages
and disadvantages of using alternative
sources of energy
- Let them work in pairs to order the

advantages and disadvantages of using
alternative sources of energy
-Call on some students to give their answer
in front of the class
- Listen to students and correct mistakes
While-speaking : (15 minutes)
Task 2
- Ask students to list the advantages and
disadvantages of using alternative sources of
energy in the task 2
-Useful expressions :
I think that……………
Why do you think/believe so?
It is ----------However,---------
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to talk again
- Keep books close
- Listen to the teacher
- Look at the pictures and Answer the
questions
-Do the task 1 in pairs
-Work in pairs and order the causes
,explain their order
- Work in groups
- The students are called stand up and tell
loudly
- Look at student’s book
- Listen to the teacher
- work in pairs to list the advantages and

disadvantages of using alternative
sources of energy
-Listen to the teacher
-Look at the task 2 and the advantages
Post-speaking :
(10 minutes)
Task 3
loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3
- Ask students to close books
- Ask students to tell the advantages and
disadvantages sources of energy in the
future ,using the ideas in task 2
- Walk round and help them
- Let them work in groups
- Ask some students to stand up and tell
loudly
- Listen and correct mistakes
and disadvantages sources of energy in
the future ,using
- Work in groups
- The students are called stand up and tell
loudly
the ideas in task 2
-suggested answers:
+A : I think that more people will use the
solar energy
B: Why do you think so?

A: Because it’s available , unlimited and
easy to use
C: But it’s expensive and we can only
have it at a specific time of the year…
4. Consolidation
T summarizes the main points
5. Homework: (3 minutes)
- Ask students to do part B in the workbooks
- Ask students to prepare Part C- Listening and do homework
Date
Unit 11 : Sources of energy
Period 65: Listening
I. Objectives:
1. Educational aim: Students should know to talk about different kinds of energy
2. Knowledge:
- General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill
as listening for specific information
- New words: Words related to the topic
3. Skills: - Comprehension questions
- Listening and deciding on choosing the best answer
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, pictures
IV. Procedure:
1. Organization:
2. Check old lesson:
Oral test
3. New lesson:
Stages/time Teacher’s activities Students’ activities
Warm-up:
(5 minutes)

Warm-up: (5 minutes)
- Ask students to close the books
- Ask students to pick out the odd one from the
following words and explain why
The air, the sun , the land , the ocean , the house
-Suggested: the house : the other words can be
sources of energy
What kind of energy can be taken from each of
these recourses?
- If you want to know more details about them.
we will go to Unit 11- part Listening
- Close the books
- Listen to the teacher and
Answer the questions
- the air------wind power
- the sun---------solar energy
- the land--------geothermal heat
- the ocean------water power
-Listen to the teacher and look at
the before you listen
-Answer the question
Pre-listening:
(7 minutes)
While-
listening:
(20 minutes)
Task 1
After-listening:
(10 minutes)
Pre-listening: (7 minutes)

- Ask students to look at the part: Before listening
- Let them work in pairs and make questions
- Walk round, listen and help students
- Read loudly the words:
- Ask students to repeat loudly the words
- Listen and check pronunciation
While-listening: (20 minutes)
Task 1
- Ask students to read and explain 5 statements in
task 1
- Explain some words or phrases which students
can’t understand
- Ask students to listen to the tape twice and do
task 1
-Ask 2 students to give their answer on the board
- Correct the answers then explain them
Task 2
- Ask students to look through the questions in
task 2
- Ask students to listen to the typescript again and
write the missing words
- Ask students to give reasons for their answers
Key:
1,unlimited 2, may 3, gases 4, amounts
After-listening: (10 minutes)
- Ask students to open the books
- Ask them to summarize the main ideas of the
listening passage
- Let them work in pairs
- Walk round and help students

- Ask some students to stand up and retell their
opinion to the class
- Listen and correct mistakes
1,for heating and cooling the
houses, for cooking, for running
electronic appliances such as
washing machines, fridges….
-read individually and then read in
chorus
- Look at the books
- Listen to the teacher
- Read the statements in task
independently
- listen to the tape carefully and do
the task
-Keys:1C , 2C .3D ,4A ,5B
- Keep book open
- Look at the questions and ask
teacher some new words if
necessary
- Listen to the typescript and do the
task 2
- Keep book open and listen to the
teacher

-The students who are called stand
up and talk their idea the listening
passage
4. Consolidation
T summarizes the main points

5. Homework: (3 minutes)
- Ask students to summarize the main points of the passage
- Remember them to prepare Part- Writing at home
Date
Unit 11 : Sources of energy
Period 66: Writing
I. Objectives:
1. Educational aim: Students should write descriptions information, from A chart
2. General knowledge: Students learn how to write descriptions of a chart
- Language: students should interpret and compare date described in chart form and write A report of the
data analysis
- New words: Words related to the topic
3. Skills: Writing descriptions of pie charts
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook,
IV. Procedure:
1. Organization:
2. Check old lesson:
While teaching
3. New lesson:
Stages/Time Teacher’s activities Students’ activities
Warm-up:
(5 minutes
Pre-writing: (10
minutes)
Task1
While-writing:
(18 minutes)
Task 2
Warm-up: (5 minutes)

- Ask students to keep book close
-give them handout with a table of information
-ask them to work in pair to transfer the table into
a pie chart
- Check and explain them to the class:
In order to understand them we learn part
Writing
Pre-writing: (10 minutes)
Task1
- Ask student to read the hand out with a
description of a pie chart and discuss the
organization and other characteristics of the
description
- Explain some new words
- answer the questions
1, how many parts are there in the description?
what are they?
2,what does the first part tell you?
3.what language items should you pay attention
to in the second part/underline them
4.what does the last part tell you?
- Let them work in groups
- Walk around, check and help students
While-writing: (18 minutes)
Task 2
- Ask students to work in pair to analyze the
chart using the following questions
+what does the chart show?
+what is the general trend of the chart?
+which consumption has the largest energy

Which comes second?
+which consumption has the smallest?
+where does most of the world consumption ?
- Let students work individually to write the
description of the pie chart, using the sentences
given in the book to begin their description
- Walk round and help students
- Keep book close
- Listen to the teacher and to
transfer the table into a pie chart
Read the prompts
- Ask the teacher if necessary
- Work in groups and answer the
questions
-Useful language:
1. parts(introduction, body and
conclusion)
2. language use : +make up less
than...percent
+the most+ adj, the second most
+adj
3.the chart shows that………
Make up the largest/ smallest/
proportion/ amount contribute the
larges……
Key:1. 117 2.coal 3.smallest
-Work in pairs and analyze the
chart
-Give answer
-then work individually to

write the description of the chart,
using the sentences given in the
book to begin their description
Post-writing:
(10 minutes)
Post-writing: (10 minutes)
- Give suggestions and corrections
- Ask students to read their profile
- Ask some students to read loudly their
description
- Correct mistakes and mark
Listen to the teacher
- Finish the profile
- Some students read loudly their
products in front of the class
4. Consolidation
T summarizes the main points
5. Homework: (2 minutes)
Ask students to do task 3 and part writing of Unit 11 in the student’s work book and prepare part
Language Focus
Date
Unit 11 : Sources of energy
Period 67: Language focus
I. Objectives:
1. Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/ and pronounce the words and
dialogue containing these clusters correctly
2. Knowledge:
- General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by
participles and to infinitives correctly and appropriately
- New words: Words related to pronunciation /sr/ -/spl/- / spr/

3. Skills: -Pronounce the sounds /sr/ -/spl/- / spr/
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, pictures ,hand outs
IV. Procedure:
1. Organization:
2. Check old lesson:
While teaching
3. New lesson:
Stages/ Time Teacher’s activities Students’ activities
Pronunciation:
(10 minutes)
*Listen and
repeat :
*Practise these
sentences
Grammar:
(34 minutes)
Pronunciation: (10 minutes)
- Ask students to look at their books then
introduce to them
*Listen and repeat :
- Read loudly then ask students to repeat
- Introduce : /sr/ -/spl/- / spr/
- Correct pronunciation for the students
* Practise these sentences
- Read the sentences loudly
- Ask students to repeat
- Correct pronunciation for students
Grammar:(34 minutes)
relative clauses replaced by participles

-write some sentences on the board a
+ the man who spoke to John is my brother
-the man speaking to John is my brother
+ the sport games, which were held in India in
1851,were the first Asian Games
- the sport games held in India in 1851 was the first
- Open the books
- Look at : Listen and Repeat
- Repeat the words in chorus then
individual
- Look at Practise the sentences
- Listen to the teacher then repeat
in chorus then individual
- Listen to the teacher
-write down their notebook
-give answers :
The same in meanings and
different in structures
-give some examples
Asian Games
+Yuri Gagarin was the first man who flew into space
- Yuri Gagarin was the first man to fly into space
-Ask students to comment on the use of relative
clauses replaced by participles
Active--------Ving phrase
Passive-----------Ved/Vpp phrase
-The first/the last+ to infinitives phrase
-Help students to use of them
-Ask some students give some similar examples
- Introduce exercises to the students

Exercise 1: (15 minutes)
- Ask students to do Exercise 1
- Introduce how to do it
- Let them work in pairs
- Walk round, check and give mark
Exercise 2 (8 minutes)
- Introduce Exercise 2 to students and explain
how to do it
- Ask students to do it
- Let them work individually
- Check, correct mistakes
Exercise 3: (11 minutes)
- Introduce Exercise 3 to students and explain
how to do it
- Ask students to do it
- Let them work individually
- Walk round and help them
- Check, correct mistakes , give reasons and
mark
Listen and write down
- Listen to the teacher and do
exercise 1
Key:
1,…..playing…A
2,…coming….
3….researching….
4…..surrounding….
5…overlooking…
- Listen to the teacher and do
exercise 2

-Keys :
1,….presented….
2….built….
3…..published….
4…..conducted…
5….sponsored……
- Listen to the teacher
-Do the exercise 3
Key:
1….to reach….
2, ….to leave….
3…..to see…
4,…to B killed…
5,…to catch…..
4. Consolidation
T summarizes the main points
5. Homework : (2 minutes)
Ask students to do Part Language Focus and prepare Test your self D

Date
Period 68 Test yourself D
I. Objectives:
1. Educational aim: - According to the TEST students can revise all the language skills and
grammatical points which they have studied and used in the two units: 10 and 11.
- Students can improve their techniques of doing the simple tests.
2. Knowledge: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
- Language: Students can improve their techniques of doing the simple tests
3. Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing
- Improve their knowledge through the test yourself
II. Method: Integrated, mainly communicative
III. Teaching aids: Textbook, board, hand-outs, cassette tape and player.
IV. Procedures:
1. Organization:
2. Check old lesson:
While teaching
3. New lesson:
Stages /Time Teacher’s activities Students’ activities
Warm-up:
(5 minutes)
Test yourself
I. Listening
(2.5 points)
(10 minutes)
II.Reading (2.5
points)
(10 minutes)
III. Grammar
(2.5 points)
(8 minutes)
IV. Writing
(7 minutes)
Warm-up: (5 minutes)
- Greeting
- Ask students something about the test
yourself D
* Have you prepared it at home?
* Have you got any difficulties?

Test yourself
I. Listening(2.5 points)
(10 minutes)
- Ask students to read all the sentences first
- Ask students to listen to the tape once.
- Ask students to listen again and complete
the sentences .
- Ask students to listen in the third time, the
work in groups to compare and discuss the
answers with each others to find the correct
answers.
- Keys: In the teacher’s book.
II. Reading (2.5 points)
(10 minutes)
- Present the task:
- Ask pupils to work in groups to answers
the questions.
- Give the correct answers to the class:
- Keys: In the teacher’s book
III. Grammar(2.5 points)
(8 minutes)
- Present the task:
a/ Ask students to listen and put a tick in the
right box.
- Keys: 1. sneeze, 2. smash, 3. shrimp,
4. spread.
b/ Give the correct form of verbs.
- Keys: 1. living, 2. ringing, 3. to
leave,
4. to drink, 5. invited, 6. to blown.

IV. Writing (7 minutes)
- Present the task:
- Call the students to read the suggested
sentences in front of the class.
- Greeting
- Answer teacher’s questions
- Look at the book and listen to the
task
- understand the task
- Read the questions
- Listen to the tape
- Listen again and say the right
sentences.
- Listen and discuss in groups to find
the correct answers:
- Look at the textbook and listen to
the teacher
- Work in groups to discuss about the
passage
- Finish the task
- Compare their results with the other
groups.
- Write the answers on the board.
- Listen to the teacher and correct the
answers.
- Listen to the teacher
- Work in groups
- Compare the results with the other
groups
- Show the answers in front of the

class.
- Observe the keys and correct their
answers.
- Students work in groups and
practise writing.
- Two students go to the board and
write.
- Give the writings by reading aloud.